Do Motivated Teachers Generate more Motivated Students: A Classroom Investigation on Motivation And Engagement

Andrea Bikfalvi, Rafael Garcia, Margarida Falgàs, Teresa Bardera and Pere Cornellà
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Andrea Bikfalvi: University of Girona, Spain
Rafael Garcia: University of Girona, Spain
Margarida Falgàs: University of Girona, Spain
Teresa Bardera: University of Girona, Spain
Pere Cornellà: University of Girona, Spain

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Abstract: Secondary school period (aged 12 to 16) is one of the most complex phases in students learning and vital life span, experimenting crucial changes and growth in all senses. The purpose of this study is twofold: first, we aim to investigate on the differentiated perspectives of motivations of teachers, on the one hand, and students, on the other hand, as well as to relate the motivational construct to possible determinants (type of school, type of subject coursed, course level and number of students in class). Second, we aim to correlate the motivation levels of teachers with classroom motivation, ultimately searching to answer the question if and up to what degree motivated teachers generate more motivated students. Our empirical data corresponds to 10 educational centres in Girona, Spain. A total of 69 teachers and 1399 students participated in the study in 2013. Findings show relatively high levels of motivation and engagement in both collectives analysed, low variation according to the considered determinants and a positive but low correlation between teachers’ and class motivation and engagement.

Keywords: motivation; engagement; teacher; student; school; Spain. (search for similar items in EconPapers)
Date: 2016
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Persistent link: https://EconPapers.repec.org/RePEc:tkp:mklp16:767-775

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